Appendix I - Additional Program Informationuser.engineering.uiowa.edu/~coe_abet/appendix_i.doc ·...

Appendix I - Additional Program Information – 15 March 12 June 2002

A. Tabular Data for Program

Table I-1. Basic level CurriculumTable I-2. Course and Section Size SummaryTable I-3. Faculty Workload SummaryTable I-4. Faculty AnalysisTable I-5. Support Expenditures

It is suggested that the information be provided in the given formats in Appendix I and attached to the Self-Study Report using tables with the same number and order presented in this appendix.

1

Program: complete this table.

Table I-1. Basic-Level Curriculum(Name of Program)

Year;Semester or

Quarter

Category (Credit Hours)

Math & Basic Sciences

Engineering Topics

Check if Contains

Significant Design (ü)

General Education Other

Course(Department, Number, Title)

( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( )

( ) ( ) ( ) ( ) ( ) ( )

(continued on next page)

2

Table 1. Basic-Level Curriculum (continued)(Name of Program)

Year;Semester or

QuarterCourse

(Department, Number, Title)

Category (Credit Hours)

Math & Basic Science

Engineering Topics

Check if Contains

Significant Design (ü)

General Education Other

( )( )( )( )( )( )( )( )( )( )( )( )( )( )( )( )( )( )

( )( )

TOTALS-ABET BASIC-LEVEL REQUIREMENTSOVERALL TOTAL FOR DEGREE PERCENT OF TOTAL

Totals must Minimum semester credit hours 32 hrs 48 hrs satisfy one set Minimum percentage 25% 37.5 %

Note that instructional material and student work verifying course compliance with ABET criteria for the categories indicated above will be required during the campus visit.

3

Program: Complete Table I-2, drawing from the core-course data below as needed.

Table I-2. Course and Section Size SummaryThe University of Iowa, College of Engineering

Course No. Title

No. of Sectionsoffered in

AY 2001-02Avg. Section Enrollment

Type of Class1

Lecture Laboratory RecitationOther (Discussion

Section)57:005 Engineering I 3 114 75% 25%57:006 Engineering II 3 110 75% 25%57:007 Statics 4 66 67% 33%57:008 Electrical Circuits 3 98 75% 25%57:009 Thermodynamics I 4 69 100%57:010 Dynamics 3 59 75% 25%57:012 Linear Systems Analysis 3 32 75% 25%57:014 Engineering Economy 3 31 100%57:015 Materials Science 3 52 58% 42%57:017 Computers in Engineering 3 53 58% 42%57:018 Principles of Electronic Instrumentation 3 39 58% 42%57:019 Mechanics of Deformable Bodies 3 41 75% 25%57:020 Mechanics of Fluids & Transfer Processes 2 47 62% 38%57:021 Principles of Design I 6 28 100%57:022 Principles of Design II 2 35 100%57:090 First-Year Seminar 3 39 100%

Enter the appropriate percent for each type of class for each course (e.g., 75% lecture, 25% recitation).

4

Table I-2. Course and Section Size Summary(Name of Program)

Course No. Title

No. of Sectionsoffered in Current

YearAvg. Section Enrollment

Type of Class1

Lecture Laboratory Recitation Other

Enter the appropriate percent for each type of class for each course (e.g., 75% lecture, 25% recitation).

5

Program: Complete Table I-3Table I-3. Faculty Workload Summary

(Name of Program)

Faculty Member (Name)

FT or PT (%)

Classes Taught (Course No./Credit Hrs.)Term and Year1

Total Activity Distribution2

Teaching Research Other3

1. Indicate Term and Year for which data apply.2. Activity distribution should be in percent of effort. Faculty member’s activities should total 100%.3. Indicate sabbatical leave, etc., under "Other."

6

Program: Complete Table I-4Table I-4. Faculty Analysis

(Name of Program)

Name Ran

k

FT o

r PT

Hig

hest

Deg

ree

Inst

itutio

n fr

om

whi

ch H

ighe

st

Deg

ree

Earn

ed &

Y

ear

Years of Experience

Stat

e in

whi

ch

Reg

iste

red

Level of Activity(high, med, low, none)

Gov

t./

Indu

stry

Pr

actic

e

Tota

l Fa

culty

This

Inst

itutio

n

Prof

essi

onal

So

ciet

y (I

ndic

ate

Soci

ety)

Res

earc

h

Con

sulti

ng/

Sum

mer

Wor

k in

In

dust

ry

Instructions: Complete table for each member of the faculty of the program. Use additional sheets if necessary. Updated information is to be provided at the time of the visit. The level of activity should reflect an average over the current year (year prior to visit) plus the two previous years.

7

Coe: Janann is preparing these tables, for six individual programs. Keep yours and deep-six the other five

Table I-5. Support Expenditures

BIOMEDICAL ENGINEERING

1 2 3 4 Fiscal Year (prior to

previous year) (previous year) Projected (year) “of visit”

Expenditure Category 1999-2000 2000-2001 2001-2002 2002-2003 Operations(a) General Education Funds 53,147 79,231 62,283 (b) Activities Funds 45,055 26,627 11,902 (c) Grants & Contracts 114,222 220,479 259,196 Total Operations Expenditures 212,424 326,337 333,381 -

Travel(a) General Education Funds 6,707 19,329 10,307 (b) Activities Funds 9,389 11,037 5,434 (c) Grants & Contracts 14,511 5,630 11,776 Total Travel Expenditures 30,607 35,996 27,518 -

Equipment (3)(a) General Education Funds 76,982 215,988 53,985 (b) Activities Funds 6,616 734 2,453 (c) Grants & Contracts 12,963 14,266 300 Total Equipment Expenditures 96,561 230,987 56,738 -

Graduate Teaching Assistants(a) General Education Funds 97,726 66,732 137,460 (b) Activities Funds 4,066 2,730 - Total Teaching Assistant Exp. 101,792 69,462 137,460 -

Part-time Assistance (5)(a) General Education Funds 3,458 5,476 2,833 (b) Activities Funds 2,468 4,593 11,397 (c) Grants & Contracts 7,844 7,311 22,172 Total Part-time Assistance Exp. 13,770 17,380 36,403 - Total Support Expenditures 455,153 680,162 591,500 -


CHEMICAL ENGINEERING



Expenditure Category 1999-2000 2000-2001 2001-2002 2002-2003 Operations(a) General Education Funds 40,286 60,462 60,975 (b) Activities Funds 0 333 3,001 (c) Grants & Contracts 594,935 872,696 744,683 Total Operations Expenditures 635,221 933,490 808,659 -

Travel(a) General Education Funds 2,889 2,808 1,649 (b) Activities Funds 1,132 1,341 - (c) Grants & Contracts 57,963 47,084 28,869 Total Travel Expenditures 61,984 51,233 30,519 -

Equipment (3)(a) General Education Funds 63,575 68,695 159,728 (b) Activities Funds - 16,877 9,895 (c) Grants & Contracts 273,346 110,918 70,529 Total Equipment Expenditures 336,921 196,490 240,153 -

Graduate Teaching Assistants(a) General Education Funds 96,843 103,680 113,311 (c) Grants & Contracts - - - Total Teaching Assistant Exp. 96,843 103,680 113,311 -

Part-time Assistance (5)(a) General Education Funds 1,402 902 1,209 (b) Activities Funds 22,356 27,085 (c) Grants & Contracts 19,106 - - Total Part-time Assistance Exp. 20,508 23,258 28,294 - Total Support Expenditures 1,151,477 1,308,151 1,655,626 -


CIVIL ENGINEERING





Equipment (3)(a) General Education Funds 96,077 132,724 38,102 (b) Activities Funds 183 - (c) Grants & Contracts 26,099 92,822 33,607 Total Equipment Expenditures 122,176 225,730 71,709 -

Graduate Teaching Assistants(a) General Education Funds 148,717 201,066 201,794 (c) Grants & Contracts 20,771 4,989 1,405 Total Teaching Assistant Exp. 169,488 206,055 203,199 -

Part-time Assistance (5)(a) General Education Funds 2,854 5,550 3,159 (b) Activities Funds 31,390 - - (c) Grants & Contracts 31,654 39,053 Total Part-time Assistance Exp. 34,245 37,204 42,212 - Total Support Expenditures 780,927 972,571 858,679 -


ELECTRICAL ENGINEERING



Expenditure Category 1999-2000 2000-2001 2001-2002 2002-2003 Operations(a) General Education Funds 94,175 88,999 105,132 (b) Activities Funds 617 3,033 12,665 (c) Grants & Contracts 593,276 663,629 669,246 Total Operations Expenditures 688,068 755,662 787,043 -

Travel(a) General Education Funds 61,411 38,548 55,923 (b) Activities Funds - 2,379 9,234 (c) Grants & Contracts 66,760 91,749 59,558 Total Travel Expenditures 128,171 132,676 124,716 -

Equipment (3)(a) General Education Funds 246,921 181,178 130,565 (b) Activities Funds - 1,922 171 (c) Grants & Contracts 204,166 51,148 121,765 Total Equipment Expenditures 451,088 234,247 252,501 -


Part-time Assistance (5)(a) General Education Funds 10,751 - 1,625 (b) Activities Funds - - (c) Grants & Contracts 15,198 30,782 24,205 Total Part-time Assistance Exp. 25,949 30,782 25,830 - Total Support Expenditures 1,598,963 1,468,259 1,603,096 -


INDUSTRIAL ENGINEERING





Equipment (3)(a) General Education Funds 45,046 29,591 39,660 (b) Activities Funds - 5,594 744 (c) Grants & Contracts 12,963 14,884 849 Total Equipment Expenditures 58,009 50,069 41,253 -

Graduate Teaching Assistants(a) General Education Funds 85,968 104,571 109,017 (c) Grants & Contracts 4,778 - 2,666 Total Teaching Assistant Exp. 90,746 104,571 111,683 -

Part-time Assistance (5)(a) General Education Funds 1,298 2,345 7,571 (b) Activities Funds - - - (c) Grants & Contracts 50,617 26,483 32,160 Total Part-time Assistance Exp. 51,915 28,828 39,731 - Total Support Expenditures 361,243 287,819 306,565 -


MECHANICAL ENGINEERING





Equipment (3)(a) General Education Funds 53,129 41,610 36,588 (b) Activities Funds 9,545 8,074 1,225 (c) Grants & Contracts 26,511 41,075 Total Equipment Expenditures 89,186 49,685 78,888 -


Part-time Assistance (5)(a) General Education Funds 12,532 14,231 10,498 (b) Activities Funds 618 1,993 (c) Grants & Contracts 11,662 1,053 4,254 Total Part-time Assistance Exp. 24,194 15,902 16,746 - Total Support Expenditures 713,111 589,880 676,560 -

Instructions: Report data for the engineering unit(s) and for each engineering program being evaluated. Updated tables are to be provided at the time of the visit.

Column 1: Provide the statistics from the audited account for the fiscal year completed 2 years prior to the current fiscal year.

Column 2: Provide the statistics from the audited account for the fiscal year completed prior to your current fiscal year.

Column 3: This is your current fiscal year (when you will be preparing these statistics). Provide your preliminary estimate of annual expenditures, since your current fiscal year presumably is not over at this point.

Column 4: Provide the budgeted amounts for your next fiscal year to cover the fall term when the ABET team will arrive on campus.

Notes:

1. Categories of general operating expenses to be included here.

2. Institutionally sponsored, excluding special program grants.

3. Major equipment, excluding equipment primarily used for research. Note that the expenditures (a) and (b) under “Equipment” should total the expenditures for Equipment. If they don’t, please explain.

4. Including special (not part of institution’s annual appropriation) non-recurring equipment purchase programs.

5. Do not include graduate teaching and research assistant or permanent part-time personnel.


Biomedical Engineering


previous year) (previous year) (current year) (year) “of visit”

Expenditure Category 1999-2000 2000-2001 2001-2002 2002-2003 Operations(a) General Education Funds 53,147 79,231 (b) Activities Funds 45,055 26,627 (c) Grants & Contracts 114,222 220,479 Total Operations Expenditures 212,424 326,337 - -

Travel(a) General Education Funds 6,707 19,329 (b) Activities Funds 9,389 11,037 (c) Grants & Contracts 14,511 5,630 Total Travel Expenditures 30,607 35,996 - -

Equipment (3)(a) General Education Funds 76,982 215,988 (b) Activities Funds 6,616 734 (c) Grants & Contracts 12,963 14,266

Total Equipment Expenditures 96,561 230,987 - -

Graduate Teaching Assistants(a) General Education Funds 97,726 66,732 (b) Activities Funds 4,066 2,730 Total Teaching Assistant Exp. 101,792 69,462 - -

Part-time Assistance (5)(a) General Education Funds 3,458 5,476 (b) Activities Funds 2,468 4,593 (c) Grants & Contracts 7,844 7,311 Total Part-time Assistance Exp. 13,770 17,380 - - Total Support Expenditures 455,153 680,162

CHEMICAL AND BIOCHEMICAL ENGINEERING



Expenditure Category 1999-2000 2000-2001 2001-2002 2002-2003 Operations(a) General Education Funds 40,286 60,462 (b) Activities Funds 0 333 (c) Grants & Contracts 594,935 872,696 Total Operations Expenditures 635,221 933,490 - -


Equipment (3)(a) General Education Funds 63,575 68,695 (b) Activities Funds 16,877 (c) Grants & Contracts 273,346 110,918 Total Equipment Expenditures 336,921 196,490 - -

Graduate Teaching Assistants(a) General Education Funds 96,843 103,680 (c) Grants & Contracts - Total Teaching Assistant Exp. 96,843 103,680 - -

Part-time Assistance (5)(a) General Education Funds 1,402 902 (b) Activities Funds 22,356 (c) Grants & Contracts 19,106 - Total Part-time Assistance Exp. 20,508 23,258 - - Total Support Expenditures 1,151,477 1,308,151 - -

CIVIL AND ENVIRONMENTAL ENGINEERING





Equipment (3)(a) General Education Funds 96,077 132,724 (b) Activities Funds 183 (c) Grants & Contracts 26,099 92,822 Total Equipment Expenditures 122,176 225,730 - -

Graduate Teaching Assistants(a) General Education Funds 148,717 201,066 (c) Grants & Contracts 20,771 4,989 Total Teaching Assistant Exp. 169,488 206,055 - -

Part-time Assistance (5)(a) General Education Funds 2,854 5,550 (b) Activities Funds 31,390 - (c) Grants & Contracts 31,654 Total Part-time Assistance Exp. 34,245 37,204 - - Total Support Expenditures 780,927 972,571

ELECTRICAL AND COMPUTER ENGINEERING



Expenditure Category 1999-2000 2000-2001 2001-2002 2002-2003 Operations(a) General Education Funds 94,175 88,999 (b) Activities Funds 617 3,033 (c) Grants & Contracts 593,276 663,629 Total Operations Expenditures 688,068 755,662 - -

Travel(a) General Education Funds 61,411 38,548 (b) Activities Funds - 2,379 (c) Grants & Contracts 66,760 91,749 Total Travel Expenditures 128,171 132,676 - -

Equipment (3)(a) General Education Funds 246,921 181,178 (b) Activities Funds 1,922 (c) Grants & Contracts 204,166 51,148 Total Equipment Expenditures 451,088 234,247 - -


Part-time Assistance (5)(a) General Education Funds 10,751 (b) Activities Funds - (c) Grants & Contracts 15,198 30,782 Total Part-time Assistance Exp. 25,949 30,782 - - Total Support Expenditures 1,598,963 1,468,259 - -

INDUSTRIAL ENGINEERING





Equipment (3)(a) General Education Funds 45,046 29,591 (b) Activities Funds 7,067 5,594 (c) Grants & Contracts 12,963 14,884 Total Equipment Expenditures 65,076 50,069 - -

Graduate Teaching Assistants(a) General Education Funds 85,968 104,571 (b) Activities Funds 4,778 Total Teaching Assistant Exp. 90,746 104,571 - -

Part-time Assistance (5)(a) General Education Funds 1,298 2,345 (b) Activities Funds - (c) Grants & Contracts 50,617 26,483 Total Part-time Assistance Exp. 51,915 28,827 - - Total Support Expenditures 368,310 287,819 - -

MECHANICAL ENGINEERING





Equipment (3)(a) General Education Funds 53,129 41,610 (b) Activities Funds 9,545 8,074 (c) Grants & Contracts 26,511 Total Equipment Expenditures 89,186 49,685 - -


Part-time Assistance (5)(a) General Education Funds 12,532 14,231 (b) Activities Funds 618 (c) Grants & Contracts 11,662 1,053 Total Part-time Assistance Exp. 24,194 15,902 - - Total Support Expenditures 713,111 589,880 - -

Instructions: Report data for the engineering program being evaluated. Updated tables are to be provided at the time of the visit. Column 1: Provide the statistics from the audited account for the fiscal year completed 2 years prior to the current fiscal year. Column 2: Provide the statistics from the audited account for the fiscal year completed prior to your current fiscal year. Column 3: This is your current fiscal year (when you will be preparing these statistics). Provide your preliminary estimate of annual expenditures, since your current fiscal year presumably is not over at this point. Column 4: Provide the budgeted amounts for your next fiscal year to cover the fall term when the ABET team will arrive on campus. Notes: 1. General operating expenses to be included here.2. Institutionally sponsored, excluding special program grants.3. Major equipment, excluding equipment primarily used for research. Note that the expenditures

under “Equipment” should total the expenditures for Equipment. If they don’t, please explain.4. Including special (not part of institution’s annual appropriation) non-recurring equipment purchase

programs.

5. Do not include graduate teaching and research assistant or permanent part-time personnel.

B. Course Syllabi

INSERT TEXT HERESee Instructions under Item B.4., page 12

Program: Take appropriate core courses from this list, add program course descriptions

057:005, Engineering I Required Core, 3 s.h., Spring Semester, 2002

(Catalog) Description: Concepts in engineering problem solving and representation, data analysis, technical communication, engineering graphics

Pre(co)requisites: None

Textbook(s): Engineering Fundamentals and Problem Solving by Arvid R. Eide, Roland D. Jenison, Lane H. Mashaw, Lary L. Northup, 4th ed. 2002. ( ISBN 0-07-021306-2)Engineering Graphics Text and Workbook, Craig, JW and Craig, OB, SDC Publications, 2000.Pro/Engineer Tutorial, Release 2001, R. Toogood and J. Zecher

Other required material:Course Notes available at the IMU bookstore.

Course Objectives: A major goal of this course is to teach the student that much of engineering consists of elements common to all disciplines, and that this leads to common approaches to engineering problem solving and communication. Part one of this course provides students with a description of several organizing principles in Engineering, and the opportunity to develop and demonstrate skills used in problem identification and solution, data analysis, and technical communication. Part II presents basic concepts and skills in the visualization and graphical representation of engineering drawings, and graphics and associated computer-aided design tools. The basics of multi-view projections, sectional views, dimensioning, tolerancing, and most importantly clear graphical communication is instilled in students. Section II is accompanied by computer assignments and a project. Students are also given an overview of engineering as a profession by having representatives of each discipline speak weekly during part I. The course goals are accomplished through lectures, discussion, and computer laboratory activities.

Topics (Class Hours): Class/Lab

1. Organizing Principles in Engineering (12)2. Engineering economics (4)3. Statistical concepts and introduction to mathematical modeling (3)4. Graphical representation/analysis of functions and data (3)5. Fundamentals of computer graphics, and viewing transformations (5)6. Projection, orthographic views, and software applications (5)7. Geometric construction, pictorial drawings and software (3)8. Dimensioning and software (4)9. Auxiliary and sectional views and software (3)

10. Tolerances (3)11. Design and Analysis procedures (3)12. Professionalism and engineering disciplines (6)13. Exams (4)

(57)

Computer Usage: Students use several commercially available software applications implemented on PCs in solving homework problems. Computer graphics software is also implemented on workstations in the engineering graphics (part II) component of the course.

Laboratory Projects: None

Contribution to Criterion 4 “Professional component”: _ Mathematics and Basic Sciencesx Engineering Science_ Engineering Design_ General Education_ Other (e.g., elective)

Program outcomes (Criterion 3 Outcomes for Core Courses):

Coarse Learning Goal Program Outcome1. The student will be able identify and describe selected engineering systems and

subsystems, and apply the appropriate fundamentals and unifying concepts to solve problems.

a(○), e(○)

2. Students will be introduced to several engineering software "tools" useful in problem solving.

k(○)

3. The student will learn basic elements of acceptable graphical presentation and analysis of data.

g(○), b(○)

4. Students will be able to make engineering decisions based on an appropriate economic analysis.

a(○), e(○)

5. The student will have an understanding of the differences and similarities in the several engineering disciplines represented on campus.

j(○)

6. The student will be able to make and interpret basic engineering drawings. k(○),g(○)7. The student will have opportunities to further his or her professional

development through a written assignment and access to modern computer tools.

k(○),g(○)

○ denotes moderate contribution to the outcome ● denotes substantial contribution to the outcome

Prepared by: Michelle Scherer Date: February 11, 2002

057:006, Engineering IIRequired Core, 3 s.h., Spring Semester, 2002

(Catalog) Description: Engineering computations using digital computers: introduction to digital computers, high-level programming language, engineering problem solving, numerical methods.

Pre(co)requisite: 22M:035(C)

Textbook(s): Deitel & Deitel, C How to Program, Prentice Hall, 2001

Other required material:None

Course Objectives: This course develops the essential elements of engineering problem solving using digital computers. This includes the establishment of a general understanding of what computers are and how they operate; how to develop, test, and document structured computer programs in a high-level language; how to write computer programs to solve elementary engineering problems such as the solution of simultaneous algebraic equations; and the use of software packages to assist in finding and displaying solutions to engineering problems.

Topics (Class Hours): Class/Lab1. Introduction to UNIX, CSS, text editor (2)2. Computer hardware, software, number systems (2)3. C fundamentals (11)5. Exam review (1)6. In-Class Exam (1)5. C topics including strings & I/O (8)4. MATLAB fundamentals (9)7. Graphics using MATLAB (2)8. Exam review (1)9. In-Class Exam (1)10. Engineering problem solving with C & MATLAB (4)11. C ++ and Java introduction (2)12. Course review for final (1)

(45)

Computer Usage: Engineering computers which are a part of the College of Engineering’s CSS system are used in the course. The students taking the course solve weekly homework problems using C and MATAB.




Course Learning Goal Program Outcome1. The student will be able to analyze data sets using regression,

interpolation and basic statistical concepts (mean, min, max, standard deviation, and histograms)

a (●), b (●), e (●)

2. The student will be able to analyze data and write algorithmic functions in an array-based mathematical programming environment.

a (●), c (●), e (●), j(●)

3. The student will be able to design efficient, logical algorithms in a structured programming language.

a (●), c (●), e (●)

4. The student will be able to write, debug and compile computer code in a structured programming language.

b (●), c (●), e (●), j(●)

5. The student will be able to apply computational tools to the solution of engineering problems.

a (●), b (●), e (●), j(●), k(●)


Prepared by: John P. Robinson Date: February 26, 2002

057:007, Statics Required Core, 2 s.h., Spring Semester, 2002

(Catalog) Description: Vector algebra, forces, couples, resultants of force-couple systems; Newton’s Laws, friction, equilibrium analysis of particles and finite bodies, centroid, moments of inertia, applications.

Pre(co)requisite(s): 22M:035(P): 22M:036(C): 029:017(C)

Textbook(s): Hibbeler, R.C., Engineering Mechanics - Statics, 9th Ed., Macmillan, NY, 2001

Other required material:Selected handouts

Course Objectives: Students who successfully complete this course will be able to:• Express forces, relative locations, and moments or couples as vector quantities in Cartesian

reference frames;• Determine resultant forces and moments for general force-couple systems, and find equivalent

force-couple systems;• Construct suitable mechanical models for simple engineering structures in equilibrium, and the

individual component elements of each structure;• Draw a proper free-body diagram for each element of the system model, and write the

corresponding equations of equilibrium;• Write appropriate kinematic auxiliary conditions, and eliminate extraneous kinematic unknowns

from the equations of equilibrium;• Solve systems of simplified equilibrium equations for unknown kinematic and/or kinetic quantities;• Locate fictitious “centers” of discrete and continuous scalar distributions, such as centers of length,

area, volume, charge, mass, parallel discrete forces, and parallel continuous force distributions;• Determine area moments of inertia for simple geometrical figures, and for complex figures

composed of a number of simple geometric shapes, using the parallel-axis theorem;• Analyze equilibrium states of mechanical systems in the presence of dry (Coulomb) friction; and• Solve typical statics problems on the Iowa Fundamentals of Engineering (FE) examination;• Express the principles of statics in common objects in clear written English.

.

Topics (Class Hours): Class/Lab1. Introduction and Vectors 22. Particle equilibrium 23. Moments and force-couple systems 34. Distributed force systems 15. Equilibrium of a body 36. Trusses and Space Trusses 37. Frames and Machines 38. Friction 39. Centroids 2

10. Moments of Inertia 311. Reviews (1 each before two mid-terms and final) 312. In class Exams 2

30

Computer Usage: Students are encouraged to use the higher function capability of their calculators to solve vector and matrix problems.




Course Learning Goal Program Outcome 1. Be able to represent forces and moments as vectors in two and

three dimensionsa(●), e(●), k(●)

2. Be able to use equilibrium equations to determine the forces acting on a point or a body in two and three dimensions

a(●), e(●), k(●)

3. Be able to determine the centroids of shapes, composite shapes, and bodies

a(●), e(●), k(●)

4. Be able to determine the moments of inertia of shapes, composite cross sections, and bodies

a(●), e(●), k(●)

5. a) Be able to use the concepts of equilibrium ro determine forces acting on trusses, and in frames and machinesb) Be able to use the concepts of equilibrium to analyze simple friction problems

k(●)

6. Be able to compose a written description of the principles of statics observable in an observed structure

g(w) (●)


Prepared by: Wilfrid Nixon Date: February 26, 2002

057:008, Electrical CircuitsRequired Core, 3 s.h., Spring 2002 Semester

(Catalog) Description: Kirchhoff's laws and network theorems; dc analysis of passive circuits; first-order transient response; sinusoidal steady-state analysis; elementary principles of circuit design.

Pre(co)requisites: 029:018(C), 22M:041(C)

Textbook(s): J.D. Irwin and C.-H. Wu, Basic Engineering Circuit Analysis, 7th ed., Wiley, 2001.

Other required material: None

Course Objectives: To introduce students to the principles, techniques and theorems necessary for analysis of general analog electrical circuits and systems, and to demonstrate the proper roles of both traditional and computer methods.

Class/LabTopics (Class Hours): 1. Physical concepts: resistance, capacitance, inductance,

and power sources (8)2. Circuit modeling (9)3. Analysis of electrical circuits containing only

resistance, inductance and capacitance (6)4. Complete analysis of circuits containing dependent and

independent power sources (4)5. Solutions of differential equations (4)6. Phasors and steady-state analysis of circuits (5)7. Power and energy (3)8. Magnetically coupled networks (2)9. Exams (2)

10. Computer aided analysis (2)(45)

Computer Usage: 1. Introduction to SPICE simulation of electrical circuits. At least three problem sets involving D.C. analysis, A.C. analysis, and transient analysis, respectively will be assigned. The SPICE program supported by ICAEN wil1 be used.2. SPICE usage as an iterative part of a design problem is introduced.

Laboratory Projects: none



Course Learning Goal Program Outcome1. Application of Ohm's Law and Kirchoff's Laws to resistive circuits. a (●) , b (●) 2. Analysis of resistive circuits using node and loop analysis. a (●) , e (●)3. Modeling of ideal operational amplifier and analysis of basic op-amp configurations.

a (●), c (●) , k (●)

4. Determination of the Thevenin equivalent of a circuit. a (●), c (●) , e (●)5. Simplification and analysis of circuits using source transformation and superposition.

a (●), e (●)

6. Use of SPICE to describe and analyze circuits. a (●), b (●) , c (●), k (●)7. Characterization of capacitors and inductors. a (●)8. Computation of the transient response of circuits containing a single capacitor or inductor.

a (●), e (●)

9. Representation of sinusoidal signals in the frequency domain with phasors.

a (●)

10. Computation of impedance and analysis of AC circuits in the frequency domain.

a (●), c (●) , e (●)

11. Formulation of basic voltage and current relationships in transformers. a (●)


Prepared by: Soura Dasgupta Date: February 26, 2002

057:009, Thermodynamics IRequired Core, 3 s.h., Spring Semester 2002

(Catalog) Description: Basic elements of classical thermodynamics, including first and second laws, reversibility and irreversibility, Carnot cycle, properties of pure substances; closed simple systems and one-dimensional steady-flow open systems; engineering applications.

Pre(co)requisites: 004:013(P), 029:017(P), 22M:036(C)

Textbook(s): Moran, M.J. and Shapiro, H.N., Fundamentals of Engineering Thermodynamics, 4th Edition, John Wiley and Sons, 2000.


Course Objectives: 1. The student will become familiar with fundamental concepts and definitions used in the

study of thermodynamics.2. The student will learn about properties of pure, simple, compressible substances and

property relations relevant to engineering thermodynamics.3. The student will have an understanding of macroscopic and microscopic energy modes,

energy transfer, and energy transformation.4. The student will understand the basic laws of classical thermodynamics for open and

closed systems.5. The student will learn about some important thermodynamic cycles and their

applications.6. The student will utilize a computer software tool to learn about the design aspect of

engineering thermodynamics.

Topics (Class Hours): Class/Lab1. Introduction ( 3)2. Properties of Pure Substances ( 4)3. Work and Heat ( 3)4. Ideal Gas ( 2)5. First Law (10)6. Second Law (14)7. Some Cycles ( 6)8. Examinations ( 3)

45

Computer Usage: Several homework assignments and one design project requiring use of the Interactive Thermodynamics software on PCs.

Laboratory Projects: None.



Course Learning Goal Program Outcome1. The student will become familiar with fundamental concepts and definitions used in the study of thermodynamics.

a (●) , e (●)

2. The student will learn about properties of pure, simple, compressible substances and property relations relevant to engineering thermodynamics.

a (●), e (●)

3. The student will have an understanding of macroscopic and microscopic energy modes, energy transfer, and energy transformation.

a (●), e (●)

4. The student will understand the basic laws of classical thermodynamics for open and closed systems.

a (●), e (●)

5. The student will learn about some important thermodynamic cycles and their applications.

a (●), e (●) , j (○)

6. The student will utilize a computer software tool to learn about the design aspect of engineering thermodynamics.

c (○), g (●), j (○), k (○)


Prepared by: Christoph Beckermann Date: February 11, 2002

057:010, DynamicsElective Core, 3 s.h., Spring Semester, 2002

(Catalog) Description: Vector calculus, Newton's laws, 3-D motion of particles and multiparticle systems, 2-D motion of rigid bodies applications.

Pre(co)requisites: 22M:036(P) and 057:007(P)

Textbook(s): A. Bedford & W. Fowler, "Engineering Mechanics: Dynamics", 2nd Edition, Addison-Wesley, 1999, (ISBN 0-201-18071-5).


Course Objectives: The student will able to carryout a kinematic analysis [i.e. motion analysis] of particles.

The student will able to perform a kinetic analysis [i.e. force analysis] of particles via Newton's Second Law.

The student will able to apply energy and momentum methods to study the dynamics of particles.

The student will able to carryout a kinematic analysis [i.e. motion analysis] of rigid bodies.

The student will able to perform a kinetic analysis [i.e. force analysis] of rigid bodies via Newton's Second Law.

The student will able to apply energy and momentum methods to study the dynamics of rigid bodies.

Class/LabTopics (Class Hours): Introduction (1)

Kinematics of particles (8)Particle modeling - Newton's law of motion (5)Particle modeling - energy methods (4)Particle modeling - momentum methods (5)Rigid-body modeling - kinematics (8)Rigid-body modeling - dynamics (4)Rigid-body modeling - energy and momentum methods (6)

(41)

Computer Usage: Encouraged but not compulsory.

Laboratory Projects: None. But the students are exposed to twice weekly problem solving sessions. Just as in the lectures, these discussion sessions form the other half of the learning process. In these sessions, students are taught to formulate and solve kinematic and dynamic problems in a clear, systematic and logical manner. That is why I personally conduct them and not rely on my TAs. I spent 2 hours every week conducting these discussion sessions.



Course Learning Goal Program Outcome

1. The student will able to carryout a kinematic analysis [i.e. motion analysis] of particles.

a (), e (), g (), k ()

2. The student will able to perform a kinetic analysis [i.e. force analysis] of particles via Newton's Second Law.

a (), e (), g (), k ()

3. The student will able to apply energy and momentum methods to study the dynamics of particles.

a (), e (), g (), k ()

4. The student will able to carryout a kinematic analysis [i.e. motion analysis] of rigid bodies.

a (), e (), g (), k ()

5 The student will able to perform a kinetic analysis [i.e. force analysis] of rigid bodies via Newton's Second Law.

a (), e (), g (), k ()

6. The student will able to apply energy and momentum methods to study the dynamics of rigid bodies.

a (), e (), g (), k ()


Prepared by: Ray Han Date: February 26, 2002

057:012 Linear, Systems Analysis Elective Core, 3 s.h., Spring Semester, 2002

(Catalog) Description: Analysis of continuous and discrete time systems and signals; system classifications; system descriptions in terms of differential or difference equations; frequency domain analysis using Fourier and Laplace transforms; continuous and discrete time domain analysis using convolution.

Pre(co)requisites: 22M:041(P), 057:008(P)

Textbook(s): B.P. Lathi, Signal Processing & Linear Systems, Berkeley-Cambridge, 1998.

Other required material:Handouts

Course Objectives: The goal of this course is to introduce students to the mathematical representation of signals, and the analysis of systems using the tools of differential equations, convolution, Laplace transforms, Fourier series and Fourier transforms. The techniques developed apply to signals and systems of all engineering disciplines. Examples drawn from a variety of engineering disciplines are used to illustrate their application. Both continuous and discrete linear systems are discussed in an integrated fashion, although the emphasis is on the analysis of continuous systems.

Topics (Class Hours): Class/Lab 1. Introduction to signals and systems (7)2. Differential/difference equations for physical systems (3)3. Linear time invariant systems (7)4. Laplace transforms (8)5. Time and frequency domain response (5)6. Fourier series (5)7. Fourier transforms (6)8. MATLAB demonstration (1)9. Exams (2)

(44)

Computer Usage: Students use MATLAB to solve homework problems and complete small system modeling and analysis projects. At least one computer assignment has design content.



Course Learning Goal Program Outcome1. Gain an understanding of continuous and discrete time signals and systems. a (●), e (●), g (○), k (●) 2. Learn how to describe and analyze discrete time systems using difference equations and continuous time systems using differential equations.

a (●), c (○), e (●), g (○), k (●)

3. Learn how to analyze linear time invariant systems using the discrete time and continuous time convolution equations.

a (●), e (●), g (○), k (●)

4a. Learn the relationship between the time and frequency domains for the analysis of signals and systems.4b. Learn how to represent continuous time periodic functions using the continuous time Fourier Series.4c. Learn how to represent continuous time signals and systems using the continuous time Fourier Transform.4d. Learn how to analyze continuous time systems using the continuous time Fourier Transform.

a (●), e (●), g (○), k (●)

5a. Learn how to use single sided Laplace Transforms to represent continuous time signals and systems.5b. Learn how to find system transfer functions, use them to assess system stability, and have an understanding of their significance in linear system analysis.5c. Learn how to analyze continuous time systems using the Laplace Transform.

a (●), e (●), g (○), k (●)

6. The student will have gained familiarity with aspects of MatLab used in linear systems analysis, including its use in solving difference equations and generating frequency response.

a (●), b(○), j(●), k (●)


Prepared by: Er-Wei Bai Date: Feb, 19, 2002

057:014, Engineering EconomyElective Core, 3 s.h., Spring Semester, 2002

(Catalog) Description: Basic concepts of engineering economy: time value of money, cash flow equivalence, depreciation, tax considerations, continuous cash flows, cost accounting overview; main analysis techniques-present worth, uniform annual cost, rate of return, benefit/cost ratio, replacement analysis and break-even analysis..

Pre(co)requisite(s): 22M:036(P)

Textbook(s): Newnan, Donald G. & Lavelle, Jerome P., Engineering Economic Analysis. Engineering Press, Austin, Texas, Eighth Edition, 2000.


Course Objectives:1.Gain an understanding of the time value of money and equivalence in economic decision making2.Gain an understanding of present worth, annual cost, future worth, rate of return, incremental

rate of return.3.Gain an understanding of depreciation and taxation and their role in project decision-making.4.Gain an understanding of cost estimating, economic life and replacement analysis.5.Gain an understanding of spread-sheet analysis6.Gain an understanding of the fundamentals of financial risk.7.Gain an understanding of company financial analysis, accounting, cost accounting concepts,

and financial documents

Topics (Class Hours): Class/Lab1. Introduction to Economic Decision Making, 2. Equivalence and Compound Interest 63. Present Worth, Cost Accounting, Costs, Company 4. Valuations, Economic Analysis of a Company 65. Annual Cash Flow Analysis, Rate of Return 66. Incremental Analysis, Other Techniques 67. Depreciation, Income Tax 6 8. Replacement Analysis, Inflation 69. Estimation of Future 610. Financial Risk 611. Selection of MARR 2 50

Computer Usage: Students use spreadsheet program (Excel) to calculate economic results and learn about how computers are used to aid economic analysis, cost estimating and risk reduction.




Course Learning Goal Program Outcome1. The time value of money and equivalence in economic decision making a (●), k (●)2. Present worth, annual cost, future worth, rate of return, incremental rate of return.

a (●), k (●)

3. Depreciation and taxation and their role in project decision-making. a (●), c(○), d(○), e (●), gw (●), h(○), j(○), k (●)

4. Elements of cost estimating, economic life and replacement analysis. a (●), e (●) 5. Spread-sheet analysis k (●)6. Fundamentals of financial risk a (●), k (●)7. Fundamentals of company financial analysis, accounting, cost accounting concepts, and financial documents

a (●), d(○), e(●), gw (●), k (●)


Prepared by: Peter O’Grady Date: December 17, 2001

057:015, Materials Science Elective Core, 3 s.h., Spring Semester, 2002

(Catalog) Description: Concepts and examples of selection and applications of materials used by engineers; mechanical, electrical, magnetic, and thermal properties that govern a material's suitability for particular applications; lectures supplemented by laboratory experiments..

Pre(co)requisite(s): 004:013(P), 22M:035(C)

Textbook(s): William D. Callister, Jr., "Materials Science and Engineering, An Introduction", 5th Ed., Wiley, New York, 1999


Course Objectives: The goal of this course is to establish in the mind of the student the concept that the structure of a material is directly related to its properties and behavior and to enable the student to use this knowledge in his/her subsequent professional career. This is achieved by a study of the structures at the atomic, micro and macro levels and by the study of chemical, mechanical and other materials properties. These studies are achieved by a combination of lecture, laboratory experiments, projects, writing laboratory reports, writing project proposals, & preparing displays to support oral presentations.

Specific learning objectives are:

The student will have an understanding of atomic and crystal structure and chemical bond types, and understand how these affect material properties.

The student will have an understanding of mechanical, thermal and electrical properties of materials and why a specific material is suited to particular applications.

The student will have an understanding of the unique characteristics of ceramics, polymers and metallic materials with an introduction to their engineering applications.

The student will have an understanding of and experience in testing material properties, with an emphasis on mechanical properties.

The student will have had opportunities to further his or her professional development through working on group assignments; practicing written, oral and graphical communication skills; and using modern computer tools.

Topics (Class Hours): Class/LabIntroduction, materials systems, atomic bonding, crystal structure, defects (8)Microstructure, phase diagrams, heat treatment and metals (8)Ceramics, Glasses, Polymers and composites (8)Electrical, electronic and magnetic materials, and corrosion (8)Laboratory comprising 4/5 weeks formal experiments & 8 weeks for engineering project. 15 weeks @ 2 hrs/wk (30)Total (62)

Computer Usage: Selected data analysis, writing & graphing in conjunction with experiments & projects.

Laboratory Projects: The student prepares 4 formal laboratory reports. 2 engineering projects. The student makes a brief presentation, prepares an engineering proposal, conducts project, prepares written report and visual aid, makes final presentation. Students are encouraged to locate and use the appropriate university equipment to enable them to successfully complete their projects.



Course Learning Goal Program Outcome 7. The student will have an understanding of atomic and crystal

structure and chemical bond types, and understand how these affect material properties.

a(●), e(●)

8. The student will have an understanding of mechanical, thermal and electrical properties of materials and why a specific material is suited to particular applications.

a(●), e(●)

9. The student will have an understanding of the unique characteristics of ceramics, polymers and metallic materials with an introduction to their engineering applications.

a(●), e(●), j (○)

10. The student will have an understanding of and experience in testing material properties, with an emphasis on mechanical properties.

b(●)

11. The student will have had opportunities to further his or her professional development through working on group assignments; practicing written, oral and graphical communication skills; and using modern computer tools.

d(○), g(●)k (○)


Prepared by: David Rethwisch Date: February 12, 2002

057:017, Computers in Engineering Elective Core, 3 s.h., Spring Semester, 2002

(Catalog) Description: Introduction to digital systems and engineering applications of microprocessor-based computers; C programming language; serial and parallel I/O; analog-to-digital and digital-to-analog conversion; system control using polling and interrupts; lab arranged. Sophomore standing required.

Pre(co)requisite(s): 57:006(P)

Textbook(s): H.M. Deitel and P.J. Deitel, C How to Program, Third Edition, Prentice Hall, 2000.

Other required material:Embedded Systems Design Handout, Thomas Casavant

Course Objectives: The objective of this course is to provide students with a basic understanding of the use of computers in an engineering context and familiarity with core concepts and technologies central to utilizing computers as components in engineering systems.

Topics (Class Hours): Class/Lab1.Top-down structured design and modular programming 42.C language basics: control structures, functions, arrays 10/43.Advanced C language features: pointers, strings, structures, dynamic memory allocation, file processing 104.Introduction to Embedded Systems 15.Basic computer architecture and information representation 46.Low-level input/output: polled parallel I/0, serial I/O,

interrupts and interrupt-driven I/0 7/6 7.Embedded system basics: monitoring and sensing, timing

and timers, A/D and D/A conversion 7/6 43/16

Computer Usage: Weekly programming assignments. Three laboratory experiments involving the interface of Linux workstations with various peripheral equipment.

Laboratory Projects: 1. Lego Mindstorms Robot lab--C-programming, cooperating agents2. Traffic Light Control: monitoring and control, parallel I/O, timers3. Waveform Capture and Processing: waveform sampling, A/D, D/A conversion, simple DSP

Contribution to Criterion 4 “Professional component”: _ Mathematics and Basic Sciencesx Engineering Sciencex Engineering Design_ General Education_ Other (e.g., elective)


Course Learning Goal Program Outcome 12. Gain an understanding of, and facility with, the C programming

languagea(●),k(●)

13. Gain an understanding of the principles of top-down structured development of software

a(●), k(●)

14. Gain an understanding of parameter passage (by value versus by reference), pointers, and dynamic memory allocation/deallocation

a(●),k(●)

15. Gain an understanding of internal data representations used by computers for integer, floating point, and character data.

a(●),k(●)

16. Gain an understanding of the architectural organization of computer systems

a(●), k(●)

17. Gain an understanding of basic device interfaces a(●), c(●), k(●)18. Gain an understanding of the basics of serial and parallel input/output a(●), c(●), k(●)19. Gain an understanding of analog-to-digital and digital-to-analog

conversiona(●), k(●)

20. Gain an understanding of interrupts and their role in input/output operations

a(●), k(●)


Prepared by: Andrew Williams Date: February 28, 2002

057:018 Principles of Electronic InstrumentationElective Core, 4 s.h., Spring Semester, 2002

(Catalog) Description: Principles of analog signal amplification, signal conditioning, filtering; operational amplifier circuit analysis and design; principles of operation of diodes, bipolar transistors, field effect transistors; discrete transistor amplifier analysis and design; laboratory included.

Pre(co)requisite: 057:008(P), 029:018(P)

Textbook(s): N. R. Malik, Electronic Circuits: Analysis Simulation and Design, Prentice Hall, 1995.

Other required material: 57:018 Laboratory Manual

Course Objectives: The course is designed to help students gain an understanding of the basic principles of electronic devices and circuits so that they can use electronic devices and instruments with confidence. Both analysis (and in some cases design) of a wide variety of circuits will be discussed. A special effort will be made to develop critical thinking, problem solving skills and engineering intuition that are useful in all engineering disciplines.

Topics (Class Hours): Class/Lab1. Introduction & General Amplifier Characteristics (3)

Device characteristics, input, output and transfer characteristics 2. Amplifier Limitations (3)

Input, output loading effects, non-ideal amplifiers 3. Operational Amplifiers (7) Ideal op amp, negative feedback circuits, circuits with capacitors, circuits without negative feedback, amplifier limitations 4. P-N Junction Diodes (7) P-N junction characteristics, large signal models, diode circuits (limiter/clipper, rectifiers, etc.), Zener diodes, semiconductor fundamentals

5. Bipolar Transistors (10) Transistor states and large signal models, npn and pnp, Q-point analysis, load lines, transistor switches, amplifiers, non-ideal transistor characteristics

6. Field-Effect Transistors (8) Transistor states and large signal models (MOSFET and JFET)

Q-point analysis, active loads, linear and nonlinear load lines, non-ideal transistor characteristics

7. Bias Circuits (5) Design of discrete BJT and FET bias circuits for Q-point stability, design constraints in choice of Q-point

8. Mid-semester examinations (2) (45)

Computer Usage: Computer simulations of electronic circuits require students to make some use of SPICE

Laboratory Projects: Thirteen graded laboratory assignments introduce basic electronic devices and measurement techniques. Students construct circuits and analyze their characteristics using function generators, multimeters and oscilloscopes in a laboratory facility dedicated to this course. Laboratory A is a tutorial led by the laboratory TAs to introduce students to the laboratory equipment.

Number Title

A. Introduction to the Laboratory (not graded)1. Measuring Voltage and Frequency2. Frequency Response Measurements3. Measurement of Circuit Transients4. Basic Op Amp Circuits

5. Instrumentation Amplifier

6. Diode Shaping Circuits7. Precision Diode Circuit8. Op Amp Filter/Oscillator Circuits 9. Schmitt Trigger/Astable Multivibrator 10. Automatic Gain Control11. Bipolar Transistor Switch12. BJT Discrete Amplifier 13. JFET Amplifier

Contribution to Criterion 4 “Professional component”: _ Mathematics and Basic Sciences 3 Engineering Science 1 Engineering Design _ General Education _ Other (e.g., elective)


Course Learning Goal Program Outcome6. Ability to think critically and to apply problem solving and reasoning

strategies to analysis of electronic circuitsA (●), E (●)

7. Ability to analyze operational amplifier circuits A (●), E (●), K (●)8. Ability to analyze diode circuits A (●), E (●), K (●)9. Ability to analyze BJT and FET circuits and gain some experience

with design of transistor circuitsA (●), C (●), E (●), K (●)

10. Ability to use electronic instruments to make basic electrical measurements and perform experiments

A (●), B (●), K (●)


Prepared by: Steve Collins Date: May 22, 2002

057:018 Principles of Electronic InstrumentationElective Core, 4 s.h., Spring Semester, 2002

(Catalog) Description: Principles of analog signal amplification, signal conditioning, filtering; operational amplifier circuit analysis and design; principles of operation of diodes, bipolar transistors, field effect transistors; discrete transistor amplifier analysis and design; laboratory included.

Pre(co)requisite: 057:008(P), 029:018(P)

Textbook(s): N. R. Malik, Electronic Circuits: Analysis Simulation and Design, Prentice Hall, 1995.

Other required material: Lab Manual

Course Objectives: The course is designed to help students gain an understanding of the basic principles of electronic devices and circuits so that they can use electronic devices and instruments with confidence. Both analysis (and in some cases design) of a wide variety of circuits will be discussed. A special effort will be made to develop critical thinking, problem solving skills and engineering intuition that are useful in all engineering disciplines.

Topics (Class Hours): Class/Lab1. Introduction & General Amplifier Characteristics (3)

Device characteristics, Input, output and transfer characteristics 2. Amplifier Limitations (3)

Input, output loading effects, Non-ideal amplifiers 3. Operational Amplifiers (7) Ideal op amp, Negative feedback circuits, Circuits with capacitors, Circuits without negative feedback, Amplifier limitations 4. P-N Junction Diodes (8) P-N junction characteristics, Large signal models, Diode circuits (limiter/clipper, rectifiers, etc.), Zener diodes, Semiconductor fundamentals

5. Bipolar Transistors (8) Transistor states and large signal models, npn and pnp, Q-point analysis, Load lines, Transistor switches, amplifiers, Non-ideal transistor characteristics

6. Field-Effect Transistors (8) Transistor states and large signal models (MOSFET and JFET)

Q-point analysis, Active loads, Linear and nonlinear load lines, Discrete FET amplifiers, Non-ideal transistor characteristics

8. Bias Circuits (6) Design of discrete BJT and FET bias circuits for Q-point stability, Design constraints in choice of Q-point

8. Mid-semester examinations (2) (45)

Computer Usage: Computer simulations of electronic circuits require students to make some use of XSPICE

Laboratory Projects: Thirteen graded laboratory assignments introduce basic electronic devices and measurement techniques. Students construct circuits and analyze their characteristics using function generators, multimeters and oscilloscopes in a laboratory facility dedicated to this course. Laboratory A is a tutorial led by the laboratory TAs to introduce the students to the laboratory equipment.

Number Title

A. Introduction to the Laboratory (not graded)2. Measuring Voltage and Frequency2. Frequency Response Measurements3. Measurement of Circuit Transients4. Basic Op Amp Circuits

5. Instrumentation Amplifier 6. Diode Shaping Circuits

7. Precision Diode Circuit8. Op Amp Filter/Oscillator Circuits 9. Schmitt Trigger/Astable Multivibrator 10. Bipolar Transistor Switch11. Automatic Gain Control12. BJT Discrete Amplifier 14. JFET Amplifier

Contribution to Criterion 4 “Professional component”: _ Mathematics and Basic Sciences 3 Engineering Science 1 Engineering Design _ General Education _ Other (e.g., elective)


Course Learning Goal Program Outcome11. Develop general engineering problem solving and reasoning skills a (●), e (●)12. Learn approaches to analysis of op amp circuits a (●), e (●), k (○)13. Learn diode, BJT, and FET circuit analysis principles a (●), e (●), k (○)14. Learn bias circuits design principles a (●), e (●)15. Learn to perform experiments using electronic instrumentation and

interpret their resultsb(●)


Prepared by: Steve Collins Date: March 14, 2002

057:019, Mechanics of Deformable BodiesElective Core, 3 s.h., Spring Semester, 2002

(Catalog) Description: Elementary theory of deformable bodies, stress, strain; axial, transverse, bending, torsion, combined and buckling loads; deflection of beam.

Pre(co)requisite(s): 057:007(P), 22M:041(C)

Textbook(s): R. C. Hibbeler, Mechanics of Materials, 4th Edition, Prentice Hall, 2000.


Course Objectives: This course is to introduce undergraduate students to the principles of mechanics of deformable bodies. The goals are to gain an understanding of the relationships between the theoretical solutions pertaining to nonrigid or deformable bodies and the physical behavior of engineering structural components and simple structures in equilibrium. Daily problem assignments are used to demonstrate the principles of the subject.

Topics (Class Hours): Class/Lab1. Stress and strain; axial load (9)2. Torsion (3)3. Bending stress and strain; transverse shear (9)4. Deflection, strength, and design of beams (10)5. Transformation of stress and strain (5)6. Columns (5)7. Examinations (3)

(44)Computer Usage: None

Laboratory Projects: There is not a laboratory component associated with this course. Laboratory projects in 57:015, Materials Science, deal with the subject of deformable bodies in part.




Prepared by: Nicole M Grosland Date: January 15, 2002

Course Learning Goal Program Outcome 1. To understand internal loadings (stresses and strains) and

deflections of beams/shafts as a result of various loading conditions (ie axial, torsional, bending, and combined)

a(●),e(●),k(●)

2. To gain an appreciation for the relationship between stress and strain

a(●),e(●),k(●)

3. To acquire the knowledge to design beams and shafts a(●),c(○),e(●),k(●)4. The student will have knowledge to design and conduct

tension/ compression tests and on the applicability of strain gauges to measure strain

a(●),b(○),e(●),k(●)

5. To perform stress and strain transformations (via equations and/or Mohr’s circle)

a(●),e(●),k(●)

057:020, Mechanics of Fluids and Transfer ProcessesElective Core, 4 s.h., Spring Semester, 2002

(Catalog) Description: Laws governing fluid flow and transport processes; hydrostatics; transfer of mass momentum and energy; laminar and turbulent flow and boundary layers; engineering applications, including measurement of fluid and flow properties.

Pre(co)requisite(s): 22M:042(P), 057:009(P), and 057:010(P)052:041(C) (for chemical engineers only)

Textbook: Crowe, Roberson and Elger, Engineering Fluid Mechanics, 7th ed., John Wiley & Sons, Inc., New York


Course Objectives: The student will have an understanding of the principles and methods used to solve practical

problems in fluid statics. The student will have an understanding of laws governing mass, momentum and energy

conservation in fluids, in control-volume and differential form, and of how to apply these laws to various engineering problems.

The student will be familiar with the basic dimensionless parameters of fluid mechanics and understand how to analyze a problem in terms of dimensional analysis and similarity and of how to design laboratory experiments representative of real applications.

The student will have experience with performing integrated laboratory experiments and numerical computations of fluid flows, and will understand types of error and uncertainty propagation in experiments and simulations.

The student will acquire familiarity with concepts of resistance and head loss in conduits, and lift and drag on bodies, and be able to solve problems requiring this knowledge.

Topics (Class Hours): Class/Lab1. Concepts and definitions (6)2. Fluid statics (7)3. Kinematics of fluids (5)4. Conservation of volume and mass (2)5. Conservation of momentum (10)6. Conservation of energy (8)7. Dimensional analysis (6)8. Boundary layers (5)9. Flow in a conduit (6)10. Drag and lift in external flows (5) (60)

Computer Usage: Students perform two computational projects, involving use of the CFD package FLUENT to solve for flow in a pipe and 2D flow past an airfoil solution. Computational results are compared to laboratory data, and a report is submitted on each computation project. Computers are also used for data acquisition and reduction.

Laboratory Projects: Students perform three laboratory projects in a small group of 3-5 members, with part of the laboratory report for each project written by the student group and part written individually. Projects are chosen by the instructor from a pool of available experiments. Recent projects have involved measurement of kinematic viscosity, flow in a pipe, flow past a sluice gate, and flow past an airfoil.



Course Learning Goal Program Outcome

1. Students will have an understanding of the principles and methods used to solve practical problems in fluid statics.

a (●), e (●), k (●)

2. Students will have an understanding of laws governing mass, momentum and energy conservation in fluids, in control-volume and differential form, and of how to apply these laws to various engineering problems.

a (●), e (●), k (●)

3. The student will be familiar with the basic dimensionless parameters of fluid mechanics and understand how to analyze a problem in terms of dimensional analysis and similarity and of how to design laboratory experiments representative of real applications.

b (●), e (●), k (●)

4. Students will have experience with performing integrated laboratory experiments and numerical computations of fluid flows and will understand types of error and uncertainty propagation in experiments and simulations.

b(●), g (●), d(○), e(●), k (●)

5. Students will acquire familiarity with concepts of resistance and head loss in conduits, and lift and drag on bodies, and be able to solve problems requiring this knowledge.

a(●), e(●), k (●)


Prepared by: Jeffrey Marshall Date: February 25, 2002

057:021, Principles of Design IElective Core, 3 s.h., Spring Semester, 2002

(Catalog)Description: Two-to-three week projects involving identification, modeling, analysis of design problems using optimization principles, methodology, numerical methods, linear and non-linear systems. Junior standing required.

Pre(co)requisites: 22M:040(P), 57:007(P)

Textbook: Arora, J.S., Introduction to Optimum Design, McGraw Hill Book Co., New York, 1989.


Course Objectives:1. Introduction to the overall process of designing new systems or improving

existing systems2. Economic considerations in the design process; Present worth and Annual Cost

methods3. Formulation of a design problem as an optimization problem4. Graphical solution of design optimization problems to illustrate some basic concepts5. Basic principles of optimum design for unconstrained and constrained problems

and their illustration using simple design examples: Optimality conditions6. Methods for optimum design for linear problems: Linear programming using

Simplex method7. Methods for optimum design for nonlinear problems: One dimensional search,

steepest descent method, conjugate directions method, sequential linear programming, quadratic programming problem, and constrained steepest descent method

8. Team Work: Students work on four group projects and produce written reports9. Introduction to a few practical applications

Topics (Class Hours): Class/Lab1. Economic analysis (3)2. Design optimization problem formulation (3)3. Graphical Optimization (4)4. Unconstrained Design Concepts (4)5. Constrained Design Concepts (10)6. Design of linear systems (LP) (10)7. Design of nonlinear systems (NLP) (11)

(45)

Computer Usage: Computer is extensively used in the course. Three programs are introduced:1. MATHEMATICA for graphical optimization, and roots of nonlinear equations2. LINDO for linear programming problems3. IDESIGN for nonlinear programming problems



Course Learning Goal Program Outcome1. Introduction to overall process of designing new systems or improving existing systems

c (○)

2. Economic considerations in the design process; Present worth and Annual Cost methods

c (○), e (○)

3. Formulation of a design problem as an optimization problem e (●) 4. Graphical solution of design optimization problems to illustrate some basic concepts

c (●),e (●),g (○)

5. Basic principles of optimum design for unconstrained and constrained problems and their illustration using simple design examples: Optimality conditions

a (●),c (●),e (●), k (●)

6. Methods for optimum design for linear problems: Linear programming using Simplex method

a (●),c (●),e (●), k (●)

7. Methods for optimum design for nonlinear problems: One dimensional search, steepest descent method, conjugate directions method, sequential linear programming, quadratic programming problem, and constrained steepest descent method

a (●),c (●),e (●), k (●)

8. Team Work: Students work on four group projects and produce written reports

d (●), g (●)


Prepared by: Jasbir Arora Date:

February 25, 2002

057:022, Principles of Design IIElective Core, 3 s.h., Spring Semester, 2002

(Catalog) Description: Probabilistic and statistical aspects of engineering design: probabilistic models, distribution fitting, discrete time simulation, project management, component and system reliability, random processes, and queues; emphasis on model construction, design of simulation experiments, applications in engineering design, technical report writing.

Pre(co)requisites: 057:021(P), 22S:039(P)

Textbook(s): None (class notes by D. Bricker, course coordinator)


Course Objectives:1. The student will have an understanding of random events and processes (in particular,

Bernouilli & Poisson processes) and understand how these are characterized by probability distributions.

2. The student will have an understanding of curve-fitting (linear regression models) and the chi-square goodness-of-fit test for probability models and their engineering applications.

3. The student will understand how to generate random numbers with a specified probability distribution and to use these random numbers to perform Monte Carlo simulation. The student will have an understanding of basic statistical analysis of simulation models.

4. The student will have an understanding of the classification and behavior of queues (waiting lines), especially Markovian queues, and their engineering applications.

5. The student will be familiar with the application of the Weibull and Gumbel extreme value distributions in reliability, and how to estimate their parameters. He/she will be able to estimate the Weibull parameters from a sampling of failure times. He/she will understand the dependence of a system's reliability upon the reliability of its components, and how the system reliability may be improved by the inclusion of redundant &/or stand-by components.

6. The student will have an understanding of the use of critical path methods, PERT, and Monte Carlo simulation in scheduling projects.

7. The student will have had opportunities to further his or her professional development through working on teams in group projects; practicing written, oral and graphical communication skills; and using modern computer tools.

Topics (Class Hours): Class/Lab1. Stochastic processes (Bernouilli, Poisson, Markovian) (9)2. Extreme value distributions (Gumbel, Weibull) (6)3. Curve fitting (regression), goodness-of-fit tests (3)4. Random number generation & Monte Carlo simulation (4)5. Probability models of component and system reliability (6)6. System design for reliability (cold & warm standby) (4)7. Project scheduling (critical paths, PERT, simulation) (4)8. Engineering projects (9)Total: (45)

Computer Usage:1. Design projects, in which alternative designs are evaluated by simulation models constructed

by the student and simulated by computer2. Statistical data analysis3. A homework assignment, using a simulation model to estimate mean & variance of project

completion-time when activity durations are random.4. Homework assignments in which simulation models of alternative system designs with

redundant components are simulated to estimate the reliability functions.



Course Learning Goal Program Outcome1. Understanding random processes and characteristic probability

distributions a(●), b(●)

2. Understanding of curve-fitting (linear regression models) and the chi-square goodness-of-fit test for probability models and their engineering applications.

a(●), b(●),e(○)

3. Understanding how to generate random numbers with specified distribution and to use these in Monte Carlo simulation. Understanding of basic statistical analysis of simulation models

a(●), b(●)

4. Understanding the classification and behavior of queues, especially Markovian queues, and their engineering applications.

a(●), b(●), c(●), e(●)

5. Understanding of the Weibull and Gumbel extreme value distributions, estimating the Weibull parameters from a sampling of failure times, the dependence of a system's reliability upon the reliability of its components, and how the system reliability may be improved by the inclusion of redundant &/or stand-by components.

a(●), b(●), c(●), e(●)

6. Understanding of the use of critical path methods, PERT, and Monte Carlo simulation in scheduling projects.

a (●), d(○), e(●)

7. Have opportunities to further his/her professional development through working on teams in group projects; practicing written, oral and graphical communication skills; and using modern computer tools.

d(●), g(●), i(●)


Prepared by: Dennis L. Bricker Date: February 26, 2002

Undeclared Engineering, 059:090 First-Year SeminarRequired, 0 s.h., Fall Semester, 2001

(Catalog) Description: Introduction to engineering student life; electronic resources; keys to and skills for success; coping with adversity; selecting a major; advising responsibilities; curriculum choices and career objectives; ethics; communication; internships/co-ops; job search skills. Engineering students that have declared a major participate in a seminar module offered by their respective Department during the second half of the course. Students with an undeclared major participate in the Department seminars on a rotational basis..

Pre(co)requisite(s): None

Textbook(s): None

Reference(s): Selected websites and handouts

Instructor(s): Nancy Schneider, Staff, Engineering Student Development Center

Goals: Provide new engineering students with the information, resources, and networking needed to assure a strong start and continual academic success. Initiate community building; and personal, academic, and professional development.

Topics (Class Hours): Class/Lab1. Intro: how to change registration, Dean Fischer Top 10 list 12. Meet with Engineering Connection Mentor 13. BME department 14. Phil Jordan: Job search process, internships/co-ops 15. CBE department 16. Cathy Bunnell: Career Services, Resume writing 17. CEE department 18. Student/Faculty Panel: Engineering & more 19. ECE department 1

10. Nancy Schneider: Pre-registration advising 111. ME department 112. Mark Andersland: Ethics 113. IE department 114. on-line EASY Evaluation 1 14

Computer Usage: Students use internet to view information/resources and e-mail.


Professional component: _ Mathematics and basic sciencesX Engineering sciences_ General education_ Other (e.g., elective)

Program outcomes:

Learning Objective ABET Outcome21. Gain an understanding of the role of professional and ethical

responsibility in engineering careersF(●)

22. Gain an awareness of the current issues in engineering and its role in the global community

H(○), J(○)

23. Gain an awareness of the need for lifelong learning and continuing education in engineering

I(○)

24. Gain an awareness of the available resources both in the College of Engineering and on the University of Iowa campus

5. Gain an understanding of the policies and procedures of the College and the University.

6. Gain an awareness of the job search process7. Gain an awareness of how to write an effective resume8. Gain an awareness of opportunities to enhance the

engineering degree through internship/co-op, research, and study abroad

9. Gain an understanding of the pre-registration and advising process


Prepared by: Nancy Schneider Date: November 15, 2001

10:001, Rhetoric IRequired, 4 s.h., Spring Semester, 2002

(Catalog)Description: First semester of a two-semester sequenced course; speaking, writing, and critical reading, with emphasis on controversy, competence in analyzing, organizing, and presenting diverse points of view, and in adapting discourse to readers and listeners.

Pre(co)requisites(s): Admittance to the University(P)

Textbook: Textbooks are chosen by a committee who offer the course instructor a choice from a list of books. Every instructor assigns a reading text (usually an essay anthology) and may also assign an optional writing or speaking text.

Other required material:College-level dictionary

Course Objectives: To enhance the expository skills of students by way of their active involvement in prose writing, panel discussion and speech writing.

Topics (Class Hours): There is no standard breakdown for Rhetoric courses. The following is suggestive of the topics and their relative importance.

Class/Lab1. Reading Skills (8)2. Expository Writing (8)3. Essay Writing (8)4. Panel Discussion (8)5. Speech Making (8)

(40)

Computer Usage:

Laboratory Projects:

Contribution to Criterion 4 "Professional component":_ Mathematics and Basic _ Engineering Science_ Engineering Designx General Education_ Other (e.g., elective)


Course Learning Goal Program Outcome1. Students will develop expository skills through active involvement in prose writing g (w) (●)2. Students will develop expository skills through active involvement in panel discussion

d (●); g (oral) (●)

3. Students will develop expository skills through active involvement in speech writing. g (oral) (●)○ denotes moderate contribution to the outcome ● denotes substantial contribution to the outcome

Prepared by: Forrest M. Holly Jr. Date: February 22, 2002

10:002, Rhetoric IIRequired, 4 s.h., Spring Semester, 2002

(Catalog)Description: Second semester of a two-semester sequenced course; oral and written communication; argument, persuasion, research, competence in research procedures, location and evaluation of information, with emphasis on advocacy; analysis and responsible use of evidence, reasoned interpretation of substantive matters.

Pre(co)requisite(s): Completion of Rhetoric 10:001 or equivalent

Textbooks): Textbooks are chosen by a committee who offer the course instructor a choice from a list of books. Every instructor assigns a reading text (usually an essay anthology) and may also assign an optional writing or speaking text.

Other required material:

Course Objectives: To enhance the argumentative and persuasive writing and speech skills of students. An additional objective is to develop the research skills of students. This involves library research, interviewing and preparation of research papers.


Class/Lab1. Persuasive Writing (8)2. Persuasive Speaking (8)3. Essay Writing (8)4. Library Research (4)5. Research Paper Preparation (8)6. Interviewing (4)

(40)

Computer Usage:





d (●); g (oral) (●)

3. Students will develop expository skills through active involvement in speech writing. g (oral) (●)4. Students will develop research skills through library research, interviewing, and preparation of research papers

b (●); g (w) (●)



10:003, Accelerated RhetoricRequired, 4 s.h., Spring Semester, 2002

(Catalog) Description: Combines 010:001 and 10:002 into a one-semester accelerated course. Placement based on ACT scores. GE: rhetoric.

Pre(co)requisite(s): Students may take this accelerated course by demonstrating their writing ability and by giving a speech during the first week of class, or by qualification based on high enough ACT English and social studies subscores.

Textbook: Textbooks are chosen by a committee who offer the course instructor a choice from a list of books. Every instructor assigns a reading text (usually an essay anthology) and may also assign an optional writing or speaking text.

Other required material:

Course Objectives: To enhance the argumentative and persuasive writing and speech skills of students. An additional objective is to develop the research skills of students. This involves library research, interviewing and preparation of research papers.


1. Reading Skills (4)2. Expository Writing (4)3. Panel Discussion (4)4. Persuasive Writing (4)5. Persuasive Speaking (4)6. Essay and Journal Writing (4)7. Speech Making (4)8. Library Research (4)9. Interviewing (4)10. Research Paper Preparation (4)

(40)Computer Usage:





h d (●); g (oral) (●)

3. Students will develop expository skills through active involvement in speech writing. g (oral) (●)4. Students will develop research skills through library research, interviewing, and preparation of research papers

b (●); g (w) (●)



22M:035, Engineering Calculus IRequired, 4 s.h., Spring Semester, 2002

(Catalog) Description: One-variable calculus keyed to engineering program; derivative, curve sketching, word problems, trigonometric derivatives, three-dimensional vector algebra, plane motion; definite integral and applications.

Pre(co)requisite(s): 22M:005(P)or 22M:009(P); or three and one-half years of high school mathematics including introduction to analytic geometry and trigonometry.

Textbook(s): Ellis, R. and Gulick, D., Calculus with Analytic Geometry, 5th Edition, Saunders, 1994.


Course Objectives: Students learn the concepts of limits and continuity, differentiation techniques, and applications of derivatives. They will be introduced to three-dimensional vector algebra. Students will learn techniques of integration, and applications of integration.

Topics (Class Hours): Class/Lab1. Functions (6)2. Limits and continuity (8)3. Derivatives (14)4. Applications of the derivative (10)5. The integral (12)6. Vectors, lines and planes (4)7. Examinations (3)

(57)

Computer Usage: None


Contribution to Criterion 4 "Professional component":x Mathematics and Basic Sciences_ Engineering Science_ Engineering Design_ General Education_ Other (e.g., elective)


Course Learning Goal Program Outcome1. Students will learn the concept of limit. a(●)2. Students will learn the concept of continuity. a(●)3. Students will learn differentiation of techniques. a(●)4. Students will learn applications of the derivative. a(●)5. Students will be introduced to three-dimensional vector algebra. a(●)6. Students will learn (exact) techniques of integration. a(●)7. Students will learn applications of the integral. a(●)


Prepared by: Thomas Branson/M. Asghar Bhatti Date: February 15, 2002

22M:036, Engineering Calculus IIRequired, 4 s.h., Spring Semester, 2002

(Catalog) Description: Applications of integration, natural log and exponential, formal integration, conics, quadrics, weighted averages, infinite series, vectors, lines and planes in space, vector-valued functions of a single variable.

Pre(co)requisites: 22M:021(P) or 22M:025(P) or 22M:035(P) or 22M:045(P).

Textbook(s): Ellis, R. and Gulick, D., Calculus with Analytic Geometry, 5th Edition, Saunders, Philadelphia, 1994.


Course Objectives: Students will learn the concepts of transcendental functions and their application. They will learn the principles and application of sequences and series. Students will be introduced to calculus of parameterized curves and their applications. They will learn integration techniques and their application.

Topics (Class Hours): Class/Lab1.Inverse functions (including the natural log and inverse trig (12)

functions); techniques of integration2.Applications of the integral (12)3.Polar coordinates; curves and integrals in the plane (3)4.Sequences and series (15)5.Conic sections (4)6.Lines and planes in space (4)7.Parametric curves (vector valued functions) (8)8.Exams (2 )

60





Course Learning Goal Program Outcome1. Students will learn about transcendental functions. a(●)2. Students will learn applications of transcendental functions. a(●)3. Students will learn principles of sequences and series. a(●)4. Students will learn applications of sequences and series. a(●)5. Students will be introduced to the calculus of parameterized curves. a(●)6. Students will learn applications of parameterized curves. a(●)7. Students will learn techniques of integration. a(●)8. Students will learn about applications of the integral. a(●)



22M:040, Matrix Algebra for EngineersRequired, 2 s.h., Spring Semester, 2002

(Catalog) Description: Operations on matrices, systems of linear equations in matrix form and their solution by reduction, determinants, matrix products, eigenvalues and eigenvectors, diagonalization by symmetric matrices, vector spaces, linear independence, basis, dimension.

Pre(co)requisite: 22M:036(C)

Textbook(s): Kleinfeld, E. and Kleinfeld, M., A Short Course in Matrix Theory, Zephyr Copies.


Course Objectives: Students will learn the concepts and applications of matrix arithmetic. They will learn to solve linear systems. Students will learn determinants, and their applications. They will learn eigenvalues and eigenvectors, and applications. They will learn orthogonal bases, and will study questions relating to diagonalization of matrices.

Topics (Class Hours): Class/Lab1. Matrix and vector arithmetic (2)2. Linear independence and basis (3)3. Inverse matrices (2)4. Solving systems of linear equations; dimension and rank (4)5. The determinant and its applications (4)6. Eigenvalues and eigenvectors (3)7. Diagonalization and applications; orthogonal basis (6)8. Geometric applications in two and three dimensions: (4)

Cross product, surfaces9. Exams (1)

(29)





Course Learning Goal Program Outcome 1. Students will learn the basics of matrix arithmetic. a(●) 2. Students will be introduced to elementary applications of matrices and their arithmetic.

a(●)

3. Students will learn to solve linear systems of equations. a(●) 4. Students will learn about applications of linear systems. a(●) 5. Students will learn about determinants. a(●) 6. Students will learn applications of the determinant. a(●) 7. Students will learn about eigenvalues and eigenvectors. a(●) 8. Students will learn applications of eigenvalues and eigenvectors. a(●) 9. Students will learn about orthogonal bases and diagonalization.10. Students will learn applications of orthogonal bases and diagonalization. a(●)


22M:041, Differential Equations for EngineersRequired, 3 s.h., Spring Semester, 2002

(Catalog) Description: Methods of solution of first-order differential equations, higher order differential equations, systems of linear differential equations including Laplace transforms.

Pre(co)requisite: 22M:022(P) or 22M:026(P), or 22M:036(P) or 22M:046(P). 22M40(C).

Textbook(s): Boyce, W. and DiPrima, R., Elementary Differential Equations, John Wiley & Sons, 1992. Fifth Edition.


Course Objectives: Students will learn the principles of exponential growth and decay. They will solve several classes of first order differential equations, and second order linear equations. The students will learn Laplace Transform methods. They will learn homogeneous and particular solutions, and their applications. Students will learn techniques for analyzing nonlinear differential equations, with applications.

Topics (Class Hours): Class/Lab1. First-order equations for which exact solutions are obtainable (6)2. Applications of first-order equations (6)3. Explicit methods of solving higher-order linear differential eqns. (10)4. Applications of second-order differential equations (8)5. Laplace transforms (8)6. Systems of differential equations, and geometric techniques (4)

(direction field and phase plane)7. Examinations (2)

(44)

Computer Usage: None mandated; dependent on section and instructor




Course Learning Goal Program Outcome1. Students will learn the principles of exponential growth and decay. a(●)2. Students will solve linear first-order differential equations with applications. a(●)3. Students will solve linear second-order differential equations, with applications. a(●)4. Students will learn Laplace Transform methods. a(●)5. Students will learn homogeneous and particular solutions, and their applications. a(●)6. Students will learn techniques for analyzing nonlinear differential equations, with applications.

a(●)



22M:042, Vector Calculus for EngineersElective core, 3 s.h., Spring Semester, 2002

(Catalog) Description: Vector calculus keyed to engineering program; directional and partial derivatives, gradients, Taylor’s formula, max-min problems, multiple integrals; coordinates; line, surface integrals, vector fields.

Pre(Co)requisite: 22M:022(P) or 22M:026(P) or 22M:036(P) or 22M:046(P)

Textbook(s): Ellis, R. and Gulick, D., Calculus with Analytic Geometry, 5th Edition, Saunders, Philadelphia, 1994.


Course Objectives: The students will learn the concepts and applications of parametric equations of curves. They will learn vector geometry, and applications. The students will learn functions of several variables, coordinate transformations, and applications. They will learn concepts and uses of minima and maxima. The students will learn integration techniques in two and three dimensions, and applications. They will learn vector fields and flows, and integration on curves.

Topics (Class Hours): Class/Lab1. Review: vectors, lines planes, parametric curves (4)2. Partial derivatives and applications (directional, derivative, gradient, (17)

tangent lines and planes, differentials, the first-order Taylor approxima- tion in several variables, max/min problems, Lagrange multipliers

3. Multiple integrals (9)4. Calculus of vector functions and fields (this includes surfaces and surface (12)

integrals; Stokes' Theorem and the Divergence Theorem in 3 dimensions.)5. Exams (2)

(44)





Course Learning Goal Program Outcome1. Students will learn about parametric equations for curves. a(●)2. Students will learn applications of parametric equations for curves. a(●)3. Students will learn vector geometry. a(●)4. Students will learn applications of vector geometry. a(●)5. Students will be introduced to functions of several variables and coordinate transformations.

a(●)

6. Students will learn applications of functions of several variables and coordinate transformations.

a(●)

7. Students will learn about maximum/minimum problems in several variables. a(●)8. Students will learn the uses of maxima and minima. a(●)9. Students will learn techniques of integration in two and three dimensions. a(●)10. Students will learn applications of integration in two and three dimensions. a(●)11. Students will be introduced to vector fields and flows. a(●)12. Students will learn integration on curves. a(●)

13. Students will obtain an understanding of Stokes' Theorem and the Divergence Theorem. a(●)



22S:039, Probability and Statistics for Engineering and the Physical SciencesRequired, 3 s.h., Spring Semester, 2002

(Catalog) Description: Descriptive statistics, exploratory data analysis, random variables, important discrete and continuous distributions, point and interval estimation, tests of hypotheses, regression; design of experiments, including factorial and fractional factorial designs.

Pre(co)requisite(s) 22M:036(P) or equivalent.

Textbook(s): Hogg, R.V., and Ledolter, J., Applied Statistics for Engineers and Physical Scientists, (2nd Edition).


Course Objectives: This course introduces students to probability and statistical methods, and their applications in engineering and the physical sciences. The course aims to make students aware of the variability present in all processes and measurements, to teach them basic probabilistic and statistical techniques for characterizing and modeling this variability, to expose them to valid methods for conducting experiments and collecting data, and to introduce graphical and numeric approaches to summarizing data that simplify its interpretation.

Topics (Class Hours): Class/Lab1. Variability; numerical and graphical representations of data; exploratory analysis (6)2. Events; probability laws; conditioning; independence; Bayes theorem; counting techniques (6)3. Discrete random variables: pmfs, pdfs, expectations, means and variances, key examples (3)4. Cont. random variables: cdfs, pdfs, expectations, normal pdf and tables; other examples (3)5. Sampling; distribution of sample mean; normal population case; central limit theorem (4)6. Confidence intervals for: means, proportions and their differences, variances (4)7. Statistical quality control: Shewhart control charts (3)8. Statistical hypothesis testing: introduction and operating characteristic curves (4)9. Tests of single and two distribution characteristics; chi-square tests (5)10. Regression analysis; analysis of variance table; F tests for treatment effect (6)

(44)

Computer Usage: Minitab, a statistical software package available at all campus Instructional Technology Centers, is used to complete some required statistical analyses.

Laboratory Projects: None.

Contribution to Criterion 4 “Professional component”:x Mathematics and Basic Sciences_ Engineering Science_ Engineering Design_ General Education_ Other (e.g., elective)


Course Learning Goal Program Outcome1. Use of graphical data representations, including histograms, and stem, leaf, dot, and box

plots, to assess differences between sample data sets.b (○), g (○)

2. Use of basic sample space, event, and probability concepts to construct models, and compute probabilities for, simple random experiments.

a (○), b (●)

3. Use of counting techniques to find the probability of particular events when the outcomes of a random experiment are equally likely.

a (○), b (●), k (●)

4. Computation of conditional probabilities from unconditional probabilities and use of Bayes’ Theorem to compute the probability that an event is due to a particular cause

a (○), b (●), k (●)

5. Ability to recognize when standard pdfs, including binomial, Poisson, normal, and exponential, are appropriate models for random phenomena and compute probabilities in each case.

a (○), b (●), k (●)

6. Use of the sample mean and sample variance to estimate a population’s mean and variance and compute confidence intervals from these estimates.

a (○), b (●), k (●)

7. Use of the Central Limit Theorem to approximate the distribution of a sum of independent random variables and find approximate confidence intervals for population means.

a (○), b (●), k (●)

8. Use of various types of Shewhart control charts to detect changes in sample populations over time.

a (○), b (●), k (●)

9. Use of standard tests of statistical hypotheses to determine whether statistical conjectures are consistent with sample data.

a (○), b (●), k (●)

10. Use of linear regression to find the “best fitting” line through a set of points, and can use “the fit” to assess relationships among the variables.

a (○), b (●), k (●)

11. Use of statistical software to complete simple statistical investigations. b (○), g (○), k (○)


Prepared by: Mark Andersland Date: February 21, 2002 (Revised 27 February, 2002/JDB)

004:013, Principles of Chemistry IRequired Core, 3 s.h., Spring Semester, 2002

(Catalog) Description: Chemical bonding and chemical reactions; atomic and molecular structure, chemical equations, stoichiometry, gases, liquids, thermodynamics of phase changes, solutions, equilibrium, acids, bases, pH, elementary organic chemistry, the solid state, electronic and spatial structure of silicon, its compounds and related ceramic materials.

Pre(co)requisite(s): 22M:002(P) or ACT math subscore of 24 and a score of 20 on MPT II.

Textbook(s): Raymond Chang, Sixth Edition, WCB McGraw-Hill, 1998: "Chemistry" Cyber Chem, A Multimedia CD-ROM program for General Chemistry, Windows or Macintosh

version.

Course Objectives: This course introduces the student to the variety of models which are used to describe chemical systems. The student should be able to use these models to make simple calculations and predictions about the behavior of chemical systems.

Topics (Class Hours): Class/Lab1. Elementary atomic structure, chemical bonding, molecular shape (8)2. Reactions, stoichiometry (5)3. Gases, kinetic theory, elementary thermodynamics (6)4. Liquids, solids, phase changes, elementary thermodynamics (6)5. Solutions, colligative properties, equilibrium (9)6. Silicon and solid state materials, petroleum products, polymers (9)

(43)Computer Usage: Optional drill program

Laboratory Projects: none

Contribution to Criterion 4 “Professional component”: x Mathematics and Basic Sciences_ Engineering Science_ Engineering Design_ General Education_ Other (e.g., elective)


Course Learning Goal Program Outcome1. By the end of the course, the student will have a basic

understanding of atoms, molecules, ions, mass relationships in chemical reactions, and reactions in aqueous solution, and be able to solve corresponding problems.

a(●)

2. By the end of the course, the student will have a basic understanding of gases, thermochemistry, quantum theory, periodic relationships, chemical bonding, and chemical equilibrium, and be able to solve corresponding problems.

a(●)

3. By the end of the course, the student will have a basic understanding of acids, bases, acid-base equilibrium, and solubility equilibrium, and be able to solve corresponding problems.

a(●)

4. By the end of the course, the student will have had opportunities to further his/her professional development through group work, and through practicing oral communication skills.

d (○), g(o) (○)


Prepared by: David Murhammer Date: February 25, 2002

004:014, Principles of Chemistry IIElective Core, 3 s.h., Spring Semester, 2002

(Catalog) Description: Continuation of 004:013, colligative properties of solutions, chemical thermodynamics, electrochemistry, chemical kinetics, chemical bonding, the top 10 chemicals produced by the chemical industry, nuclear chemistry.

(Pre(co)requisite(s): 004:07(P), or 004:013(P) or 004:018(P)

Textbook(s): R. Chang, Chemistry, 6th edition.

Course Objectives: In continuation of the first semester, more sophisticated models are developed and are applied in the understanding of more complex chemical phenomena.

Topics (Class Hours): Class/Lab:1. Thermodynamics (6)2. Electrochemistry (6)3. Chemical kinetics (6)4. Atomic and molecular structure-a more sophisticated view (6)5. Non-metal descriptive chemistry-polymers (organic and inorganic) (9)6. Metal atom descriptive chemistry, nuclear chemistry (9)

(42)

Computer Usage: Chemical kinetics simulation package (optional)

Laboratory Projects: None (see 4:16, which is usually taken concurrently)



Course Learning GoalProgram Outcome

1. By the end of the course, the student will have a basic understanding of Intermolecular forces, properties of liquids, crystal structure, amorphous solids, and phase changes, and be able to solve corresponding problems.

a (●)

2. By the end of the course, the student will have a basic understanding of the molecular view of solutions, concentrations, temperature & pressure effects, and colligative properties, and be able to solve corresponding problems.

a (●)

3. By the end of the course, the student will have a basic understanding of atmospheric chemistry, including ozone, the greenhouse effect, acid rain, smog, and indoor pollution, and be able to solve corresponding problems.

a (●)

4. By the end of the course, the student will have a basic understanding of rates of reaction, rate laws, activation energy & temperature, reaction mechanisms, and catalysis, and be able to solve corresponding problems.

a (●)

5. By the end of the course, the student will have a basic understanding of nuclear reactions, nuclear stability, radioactivity, transmutation, fission, fusion, and relevant biological issues, and be able to solve corresponding problems.

a (●)

6. By the end of the course, the student will have a basic understanding of the 3 laws of thermodynamics, Gibbs free energy, entropy, and energy & equilibrium, and be able to solve corresponding problems.

a (●)

7. By the end of the course, the student will have a basic understanding of redox reactions, electrochemical cells, standard electrode potentials, batteries, corrosion, and electrolysis, and be able to solve corresponding problems.

a (●)

8. By the end of the course, the student will have a basic understanding of metals, metallurgy, band theory of conductivity, and periodic trends in metals, and be able to solve corresponding problems.

a (●)

9. By the end of the course, the student will have a basic understanding of nonmetallic elements (e.g., hydrogen, carbon, nitrogen, oxygen and sulfur, and the halogens), and be able to solve corresponding problems.

a (●)

10. By the end of the course, the student will have a basic understanding of transition metals, coordination compounds, crystal field theory, and reactions, and be able to solve corresponding problems.

a (●)

11. By the end of the course, the student will have a basic understanding of organic chemistry, classes of compounds (e.g., aliphatic and aromatic compounds), and functional groups, and be able to solve corresponding problems.

a (●)

12. By the end of the course, the student will have a basic understanding of synthetic and natural polymers, and be able to solve corresponding problems.

a (●)

13. By the end of the course, the student will have had opportunities to further his/her professional development through group work, and through practicing oral communication skills.

d (○), g(o) (○)



004:016, Principles of Chemistry Laboratory IRequired Core, 2 s.h., Spring Semester, 2002

(Catalog) Description: Laboratory techniques for 004:014.

Pre(co)requisite(s): A grade of C or higher in: 004:013(P) or 004:014(P) or 004:018(P) or 004:019(P).

Textbook(s): "Principles of Chemistry, 4th Edition, Laboratory Manual Chem 4:16"


Course Objectives: Students will learn a basic understanding of the principles of experimental qualitative analysis. They will learn the principles of experimental quantitative analysis. Students will learn experimental methods involved in polymer synthesis and characterization, batteries and electrochemical cells, and pH measurement. They will learn the methods involved in determining reaction kinetics, enzyme catalysis, and determination of equilibrium constants. Students will learn methods involved in protein isolation and characterization. They will have the opportunity to further his/her professional development by working in groups, and to develop skills in maintaining a laboratory notebook, writing laboratory reports, collecting and analyzing data, and laboratory safety. Students will be exposed to contemporary issues.

Topics (Class Hours): Class/Lab:1. Laboratory experiments

Laboratory Projects:(weeks)

1. Reactions (4)2. pH, uses pH meter and glass electrode (1)3. Solubility (1)4. Thermodynamics (2)5. Chemical kinetics (1)6. Qualitative analysis (4)

(13)



Course Learning Goal Program Outcome1. By the end of the course, the student will have a basic

understanding of the principles of experimental qualitative analysis.

a (●), b (●)

2. By the end of the course, the student will have a basic understanding of the principles of experimental quantitative analysis.

a (●), b (●)

3. By the end of the course, the student will have a basic understanding of the experimental methods involved in polymer synthesis and characterization, batteries and electrochemical cells, and pH measurement.

a (●), b (●)

4. By the end of the course, the student will have a basic understanding of the experimental methods involved in determining reaction kinetics, enzyme catalysis, and determination of equilibrium constants.

a (●), b (●)

5. By the end of the course, the student will have a basic understanding of the experimental methods involved in a (●), b (●)

protein isolation and characterization.6. By the end of the course, the student will have had the

opportunity to further his/her professional development by working in groups, and to develop skills in maintaining a laboratory notebook, writing laboratory reports, collecting and analyzing data, and laboratory safety.

b (●), d (○), g(w) (○)

7. By the end of the course, the student will have been exposed to contemporary issues

j (○)



29:017, Introductory Physics IRequired, 4 s.h., Spring Semester, 2002

(Catalog) Description: Mechanics, waves, thermodynamics.

Pre(co)requisite(s): 22M:025(C), 22M:035(C ) or 22M:045(C )

Textbook(s): Halliday, Resnick, and Walker, Fundamentals of Physics, 6th edition.


Course Objectives:1. The student will have an understanding of the basic properties of mechanics.2. The student will have an understanding of mechanical wave propagation.3. The student will have an understanding of thermodynamics.

Topics (Class Hours): Class/Lab1. Basic Physics Concepts (2)2. Mechanics (13)3. States of Matter (3)4. Microscopic Theory of Matter (3)5. Periodic Motion (5)6. Sound Generation and Propagation (5)7. Thermodynamics (8)8. Applications (3)9. In-class exams (3)

(45)

Computer Usage:1. Solve problems using Matlab, Mathematica, and other tools on the College of Engineering

computer systems.

Laboratory Projects:(including major items of equipment and instrumentation used):1. These need to be added…Intro. Lab Measurement2. Kinematics3. Projectile Motion4. Accel, Force and Newton5. Ballistic Pendulum6. Collision in 2D7. Moment of Inertia8. Cons. of Angular Momentum9. Simple Harmonic Motion

Contribution to Criterion 4 "Professional component":_ Mathematics and Basic x Engineering Science_ Engineering Design_ General Education_ Other (e.g., elective)


Course Learning Goal Program Outcome1. The student will have an understanding of the basic properties

of mechanics.a(●), b(●), g(●), i(○),k(●)

2. The student will have an understanding of mechanical wave propagation.

a(●), b(●), g(●), i(○),k(●)

3. The student will have an understanding of thermodynamics. a(●), b(●), g(●), i(○),k(●)


Prepared by: David R. Andersen Date: February 12, 2002

29:018, Introductory Physics II

Elective Core, 4 s.h., Spring Semester, 2002

(Catalog) Description: Continuation of 029:017, which is prerequisite; electricity, magnetism, light.

Pre(co)requisites: 029:017(P), 22M:026(C), 22M:036(C), or 22M:046(C).

Textbook(s): Halliday, Resnick, and Walker, Fundamentals of Physics, 6th edition.

Course Objectives:1. The student will have an understanding of the basic properties of electricity and magnetism.2. The student will have an understanding of capacitance and inductance.3. The student will have an understanding of electromagnetic waves.4. The student will have an understanding of the nature of light, including interference

phenomena and total internal reflection.

Topics (Class Hours): Class/Lab1. Survey of vector analysis (2)2. Electric fields (3)3. Gauss’s law (4)4. Electric potential (4)5. Capacitance and dielectrics (3)6. Magnetic fields (4)7. Sources of the magnetic field (4)10.Faraday’s law (3)11.Inductance (3)12.Electromagnetic waves (6)13.The nature of light (3)14.Interference of light waves (3)

13. In-class exams (3)(45)

Computer Usage:1. Solve problems using Matlab, Mathematica, and other tools on the College of Engineering

computer systems.

Laboratory Projects: (including major items of equipment and instrumentation used)These need to be added…Charge Measurement1. Coulomb's Law2. Parallel Plate Capacitor3. Ohm's Law/Series/Parallel Circuits4. e /m of Electron5. Current Balance6. Magnetic Fields and Faraday7. The Oscilloscope8. LRC Circuit9. Geiger Counter

Contribution to Criterion 4 "Professional component":_ Mathematics and Basic x Engineering Science_ Engineering Design_ General Education_ Other (e.g., elective)


Course Learning Goal Program Outcome1. The student will have an understanding of the basic

properties of electricity and magnetism.a(●), b(●), g(●), i(○),k(●)

2. The student will have an understanding of capacitance and inductance.

a(●), b(●), g(●), i(○),k(●)

3. The student will have an understanding of electromagnetic waves.

a(●), b(●), g(●), i(○),k(●)

4. The student will have an understanding of the nature of light, including interference phenomena and total internal reflection.

a(●), b(●), g(●), i(○),k(●)


Prepared by: David R. Andersen Date: November 27, 2001

C. Faculty Resumes

INSERT TEXT HERESee Instructions under Item B.5., page 13

Program: Provide faculty resumes per ABET instructions

78

Appendix I - Additional Program Informationuser.engineering.uiowa.edu/~coe_abet/appendix_i.doc ·...

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